Researching and Writing Essays: Resisting Biases and Viewpoints - Essay Sample

Introduction

While writing essays or assignments that require research, it is often common for one to consider the impact of their own biases against the topics they are researching. It is, therefore, typical for most writers to have their biases or viewpoints conflicting with the facts they learn from their literary work. In this context, this confab will explore the different ways that an individual can resist their biases when they research and write essays.

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While any individual or English student can be a writer, only a select few ends up being accomplished writers in the different genres or capacities across the disciplines, from a personal perspective, I believed that writing revolved around the ability of one to come up with a story and explicitly present it on paper in a way that it captivates readers. While the idea of writing is indeed right to one's earlier thoughts, the course has shed light on the entire creative processes that lead to the development of Pulitzer and award-winning literary pieces (Boyes, 2015).

As an amateur, I only handle or engaged topics that I was familiar with and that I could comprehend. In this regard, I was able to create and present content on the go easily. With time though, even I could see the blandness and lack of oomph in creative pieces. As time progressed and the classes attended religiously, I began attempting assignments on unfamiliar topics. I was now talking more extended periods researching the topics and even more hours composing and drafting the projects, unlike what I did during the onset of the course (Boyes, 2015). Initially, I would select those topics that I was familiar with then do minimal research since I was already familiar with the content. The presentation of the information was also more accessible since the flow of ideas was almost coincidental.

Upon the attempt of a writer's first unchartered topic, however, I found it especially challenging to create or derive content from the required readings from the assignments without being biased. Nonetheless, I persisted and continued improving, taking more time, and incorporating impromptu readings of the topics in one's leisure time. Gradually, one gets to learn that the content is not created at the exact time that one is working or typing away on their computer-instead, ideas and content flow when one is engaged in a different activity. I realized that the ideas would pop up when I was engaged in a relaxing activity. Other times it would even take a person up to a day later to understand a particular topic or a concept from an unfamiliar author (Singleton, 2018).

In order to avoid biases, one can choose topics on issues they have little knowledge of. In doing so, an individual will have no other options than to stick to the facts that they obtain from their research. Moreover, they will as well lack the bias on the topics or the facts that they will collect from their research. It is also essential for an individual to have a clear purpose in mind when they are writing. In an academic setting, this will include familiarization with the different types of reading in order to easily comprehend and understand the required readings objectively (Singleton, 2018).

In this context, skimming, scanning, and detailed reading and note-taking are some of the topics covered. Skimming involves speedy coverage of text or literary work to get general meaning. To fulfill skimming, one is required to let their eyes skip over sentences and paragraphs that contain detailed information. The basic idea of skimming is the identification of the general idea or the central points of the text. Scanning, on the other hand, revolves around passing visual swiftly over a section of text while trying to identify a particular keyword or phrase.

Detailed reading and note-taking, unlike the first two skills, requires more time and effort. Moreover, Yusuf et al. (2017) assert that detailed reading usually follows scanning and skimming, since one uses the above methods to identify specific topics or areas before undertaking detailed reading on the relevant sections of the texts intended for cover. In mastering all of these reading skills, our instructor illustrated using comparative examples within the class by pointing out different improvements between individual students emphasizing the significance of reading skills to the class and writing as a discipline.

Another method to avoid biases in writing is the careful use of words when making comparisons (Boyes, 2015). In writing assignments, it is often common that a writer will or may compare two things during research. When doing so, the writer needs to use their words carefully in order to avoid evoking biasness in their projects. For example, using the word may reflect a person's feelings, thus evidencing biasness. So instead of using such a word, the writer needs to use alternatives. Similarly, when writing, a writer should avoid using the word ordinary since it suggests that other things are abnormal, hence depicting biasness.

Another way to avoid biasness in the complete aversion of stereotypes. In writing about people or groups, a writer needs to avoid already existing stereotypes. Moreover, it is advisable also to avoid the use of racial identity, limiting it to specific papers that may require the writer to use racial identity. Even when writing such papers, the writer must use words that do not evoke racial prejudice. For example, instead of using "black people," one can use "African Americans."

Conclusion

Conclusively, bias during writing is a common and persistent problem for many writers. It is prevalent even among professional and experienced writers. Nonetheless, as indicated and discussed above, there are several methods through which a person can resist bias in their writing, as illustrated above. In using such methods, a writer can successfully write essays and reports free or with minimal bias.

References

Boyes, A. (2015, August 20). 6 ways to overcome your biases for good. Psychology Today. https://www.psychologytoday.com/us/blog/in-practice/201508/6-ways-overcome-your-biases-good

Singleton, J. (2018, September 5). Avoiding-biased-writing. GovLoop. https://www.govloop.com/community/blog/how-to-avoid-bias-in-your-writing-and-communications/

YUSUF, Q., YUSUF, Y. Q., YUSUF, B., & NADYA, A. (2017). Skimming and scanning techniques to assist EFL students in understanding English reading texts. IRJE (Indonesian Research Journal in Education), 43-57.